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“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
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In: Theses: Doctorates and Masters (2022)
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Adjusting the Canadian Healthcare System to Meet Newcomer Needs
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 7; Pages: 3752 (2022)
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Second Language Assessment Issues in Refugee and Migrant Children’s Integration and Education: Assessment Tools and Practices for Young Students with Refugee and Migrant Background in Greece
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In: Languages; Volume 7; Issue 2; Pages: 82 (2022)
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Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings
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In: Education Sciences; Volume 12; Issue 4; Pages: 280 (2022)
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Problems experienced by integration course participants: requirement and usage of migration advice services
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In: 3-2020 ; BAMF-Brief Analysis ; 12 (2022)
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Abstract:
Die BAMF-Kurzanalyse 3|2020 beschäftigt sich mit den Problemlagen geflüchteter Integrationskursteilnehmender, die über den Spracherwerb hinausgehen. Dabei werden sowohl Bedarfe als auch Nutzung der Migrationsberatungen untersucht. Die Kurzanalyse basiert auf dem Forschungsbericht 33, welcher als Zwischenbericht I zum Projekt Evaluation der Integrationskurse (EvIk) im September 2019 veröffentlicht wurde. Anhand der Auswertung von 21 qualitativen Interviews mit Integrationskursteilnehmenden, Vertreterinnen und Vertretern von Integrationskursträgern und Lehrkräften sowie der Daten der IAB-BAMF-SOEP-Befragung von Geflüchteten 2016 und 2017 wurden Hilfebedarfe von geflüchteten Integrationskursteilnehmenden identifiziert und ihr Einfluss auf die Teilnahme am Integrationskurs analysiert. Auf individueller Ebene haben die Autorin und der Autor untersucht, ob und wie die Angebote der Migrationsberatungen von den betroffenen Integrationskursteilnehmenden genutzt werden. Auf institutioneller Ebene wurden die Interaktionspraktiken zwischen Migrationsberatungen und Integrationskursen eruiert. ; The BAMF's Brief Analysis 3|2020 addresses the challenges faced by refugees attending integration courses, which go beyond language acquisition. The study investigates both demand for and usage of migration counselling services. The Brief Analysis is based on the Research Report 33, which was published in September 2019 as Interim Report I on the "Evaluation of the integration courses" (EvIk) project. The authors identified needs for assistance among refugees attending integration courses and analysed the impact of their participation by evaluating 21 qualitative interviews conducted with integration course attendees, representatives of integration course providers and instructors, as well as the data from the IAB-BAMF-SOEP refugee survey 2016 and 2017. At the individual level, the authors investigated whether - and if so - how integration course attendees use the migration counselling services. At the institutional level, the authors discuss the interaction practices between migration counselling and integration courses.
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Keyword:
anthropology; Beratung; counseling; Flüchtling; Integration; language promotion; Lehrer; Migration; participant; Problem; refugee; Social sciences; sociology; Sociology of Migration; SOEP; Sozialwissenschaften; Soziologie; sponsorship; Sprachförderung; teacher; Teilnehmer; Trägerschaft
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URL: https://www.ssoar.info/ssoar/handle/document/77917 http://nbn-resolving.org/urn:nbn:de:0168-ssoar-77917-4
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University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
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In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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Impact of factors specific to forced migration on German language acquisition: Family constellation, health status and housing situation
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In: 4-2020 ; BAMF-Brief Analysis ; 13 (2022)
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The third wave of the IAB-BAMF-SOEP Survey of Refugees: Refugees are improving their German language skills and continue to feel welcome in Germany
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In: 1-2020 ; BAMF-Brief Analysis ; 18 (2022)
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I Know You Are Trying To Help Me, But …”: Complexity in Supporting Immigrant Youth and Communities Through Schooling
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In: Faculty Contributions to Books (2021)
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Language practices and linguistic landscapes in the Asylum camps of Paris and its suburbs: Focus on Urdu speakers
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In: Language and migration : Experience and Memory ; https://hal-inalco.archives-ouvertes.fr/hal-03211643 ; Language and migration : Experience and Memory, Esther Schor; Humphrey Tonkin, Apr 2021, Princeton, United States (2021)
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Revolutionary Others: Migratory Subjects and Vietnamese Radicalism in the U.S. During and After the Vietnam War
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Refugee Mothers’ Mental Health and Social Support Needs: A Systematic Review of Interventions for Refugee Mothers ...
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Young refugees in prevocational preparation classes. Who is moving on to the next step? ... : Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt? ...
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Destination-language acquisition of recently arrived immigrants. Do refugees differ from other immigrants? ; Spracherwerb von Neuzuwanderern. Unterscheiden sich Geflüchtete von anderen Migranten?
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In: Journal for educational research online 13 (2021) 1, S. 128-156 (2021)
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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt?
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In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021)
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Language practices and linguistic landscapes in the Asylum camps of Paris and its suburbs: Focus on Urdu speakers
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In: Language and migration : Experience and Memory ; https://hal-inalco.archives-ouvertes.fr/hal-03211643 ; Language and migration : Experience and Memory, Esther Schor; Humphrey Tonkin, Apr 2021, Princeton, United States (2021)
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'You and me, we're the same. You struggle with Tigrinya and I struggle with English.' An exploration of an ecological, multilingual approach to language learning with New Scots. ...
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Constructing Refugee English Language Learners and the “Other” through Institutional Language Ideologies ...
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